فاعلية المدخل مفتوح النهاية في معالجة صعوبات حل المسألة الرياضية لدى طالبات الصف العاشر

Abstract EN

The present study was designed to examine the effectiveness of the open- ended approach in tackling students’ difficulties in mathematics problem-sloving in primary education stage in Jordan.

To achieve this, research instruments were developed after making sure of their validity and reliability.

These instruments consisted of a teaching and learning activities based on the open- ended approach, problem solving test, and a semi-structured interview.

Fifty four female students participated in this study.

They were divided into two groups: the experimental group (n=27) was taught through an open- ended approach, and the control group (n=27) was taught through normal method.

The findings of the study identified four areas in students’ difficulties in mathematics problem-solving.

These relate to weakness in planning and strategies, translation of the mathematical problems, lack of conceptual and procedural knowledge, and weakness in understanding and analysis of the mathematical problems.

Moreover, findings of the study revealed that the subjects of the study in the experimental group scored the highest means on the mathematical problem solving test during the course of their learning the mathematical problem solving based on the activities of the open-ended approach.

In parallel, the subjects of the control group scored the lowest means.

Thus, statistically significant differences were found between the two groups.

These differences were in favor of the experimental group.

Based on these findings, it was recommended that the Jordanian Ministry of Education should review its programs and adopt an open- ended approach in mathematics teaching and learning in the primary education stage.